Papanikolaou, K., Zalavra, E., & Tzelepi, M. (2023). Peer evaluation literacy in teacher education: Mapping student teachers as reviewees and reviewers. In T. Bratitsis (Ed)., Research on e-learning and ICT in education (pp. 57-73). Springer. https://doi.org/10.1007/978-3-031-34291-2_4

Abstract:

“Educational research highlights peer evaluation as an inherent element of the underlying need for Learning Design (LD) evaluation. Several aspects are reported regarding peer evaluation usefulness to learners and the barriers they face while undertaking both roles of reviewers and reviewees. Considering that these aspects relate to peer evaluation literacy towards composing evaluation as reviewers and taking it up as reviewees, this chapter provides empirical evidence for sustainable practices supporting peer evaluation. We report on a case study where student teachers were involved in an LD project undertaking the roles of designer, reviewee, and reviewer utilising PeerLAND as an LD tool. Following a convergent mixed-method design, we addressed the perceived usefulness of the peer evaluation process for both reviewees and reviewers and the barriers they faced. Furthermore, we determined student teachers’ potential as reviewers by applying a quantitative design through learning analytics from PeerLAND. Our findings, in line with previous research, confirm the potential of students in undertaking both the roles of reviewers and reviewees. They also provide useful insights on the evaluation process and the relevant skills that need to be further cultivated. Training is suggested to reviewers aiming at (i) providing objective feedback based on specific criteria, (ii) cultivating a mindset of unbiased and constructive feedback, and (iii) adopting an ethical use of peers’ ideas. On the side of reviewees, the findings suggest cultivating a mindset open to criticism from peers and facing feedback as a chance to improve.”